초등학교 통합학급에서 장애 및 비장애아동간의 또래관계형성과정에 관한 근거이론적 연구

Abstract

The aim of this study is to figure out the conditions and factors needed for children with disability to form a positive and interactive peer-relationship with non-disabled children in class in the process in order to promote a healthy growth into members of the society, and analyzing the establishing process to determine its theoretical implications. For this, a precise and thorough understanding was required on how the relationship between disabled and non-disabled children is established in actual inclusive classeses, what the conflicts are, how they are resolved, and the common features and factors of interaction. This study was conducted based on the theme of ‘How the peer-relationship between disabled and non-disabled students is established’. The grounded theory suggested by Strauss and Corbin(1998) was applied as the research method, while the data was collected through various methods, in this case 5 sessions of each individual in-depth interview and group interview, and 7 sessions of each observation and monitoring activity. By organizing and enumerating different environments and research methods, the data that were testified or observed in common were admitted to the database. The research was carried out from April to October 2011 and the subjects were 8 boys and girls in total including disabled children that have been in the same class from the first year entrance to the current sixth grade. As the result of open coding 15 categories, 36 subcategories and 111 concepts were deducted. The causal condition from axial coding is ‘beginning of relationship’ and the central phenomenon was ‘friends exchanging help’, ‘beginning of conflict’ while the contextual conditions that affected this phenomenon were ‘cognition of disability’, ‘taking an interest/having concerns’, ‘intentional approach’, and ‘feelings of loss’. The mediating conditions that promote or suppress the strategy in such phenomena or contexts were ‘power of education’, ‘spontaneity, ‘condition of affirmation’, ‘lapse of time’, and ‘personal growth’. Action/interaction strategies were ‘resolving conflict’, ‘adapting to conflict’, ‘change in relationship’, ‘befriending’, ‘effort to maintain friendship’ and the following results were shown to be ‘bond of sympathy within the same class’ and ‘formation of a community’. The most important key category in this study was found to be a ‘horizontal peer relationship that supports and guides each other’. Such core category indicates that disabled and non-disabled children in inclusive classes environment identify each other’s difference and make contact, experience the formation and resolution of conflict in exchanging help by education, guidance and spontaneous activity by themselves. Furthermore, it was also shown that disabled children realize their independent activity and responsibility as members of the community and hence make an effort to minimize the support through personal growth, while non-disabled children develop a sense of community that disabled children are their colleague and accept them as peers. In addition, as the result of developing statements depending on this core category based upon possible relationships that might exist between the categories of each strategy and results, 6 hypothetical relationship statements were developed. By constantly comparing these hypothetical relationship statements with supporting data and identifying the relations that recur between the categories, 4 types were identified: ‘spontaneous friendship’ ‘coping with different situations’ ‘evasion of relationship ’ and ‘temporary involvement’. According to process analysis ‘the process of establishing peer-relationships between disabled children and non-disabled children in inclusive classeses of elementary school’ was the meeting stage → nterest stage → friendship stage → support·conflict stage → resolution of conflict·indifference stage → intimacy forming stage → horizontal peer-relationship stage where children support one another. Developmental aspects of peer-relationship formation and its interaction in inclusive classes were understood through situational model by classifying personal factor, teacher·family factor, nation·community factor and school·local welfare organization factor. The resulting achievement of this study is that it materialized the phenomenon and enabled the suggestion of supporting theory via qualitative approach to the studies that only deducted effectiveness from pedagogics or program development targeting children in current inclusive classeses. First, it presented the paradigm of peer-relationship formation process in inclusive classes, second, suggested factors that take part in the formation of peer-relations between disabled and non-disabled children, and third, suggested the types of peer-relationships of children in inclusive classes and their application plan. In conclusion, the proposal for ‘the establishment of horizontal peer-relationship in which support is exchanged’ in inclusive classes is: first, the establishment of supporters by introducing the roles of peer-relationship mediator and collaborator in inclusive classes, second, the management of an orientation program for special classes by the types of disability in order to run a systematic inclusive classes, third, an introduction of obligated requirement of disability education and experience affiliated with local social welfare organization in the school level, and finally, the arrangement of policy and support for the actual management of inclusive classeses by the Ministry of Education, Science and Technology and office of education in local government.

Key words : inclusive classes in elementary school, peer-relationship establishment process, grounded theoric approach